scholarly journals Pre-Service Science Teachers’ Skills to Express The Algorithms Used in Solving Physics Problems with Flowcharts (An Example From Turkey)

2020 ◽  
Vol 16 (1) ◽  
pp. 24-33
Author(s):  
H. S. Kurt ◽  
Z. Doğan
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
International System ◽  
Reliability And Validity ◽  
Service Science ◽  
General Physics ◽  
Quantitative Research Methods ◽  
System Of Units ◽  
Depth Analysis ◽  
Physics Problems

Due to the nature of physics, problem-solving strategies are applied in some cases to teach many subjects. Problem-solving is a process that individuals use, not only in physics classes but also in every stage of life. An algorithm is a pathway to solving a problem or achieving a specific purpose. The purpose of this study is to identify how pre-service science teachers express the algorithms they utilize in the process of solving physics problems. The research design of the study was determined as survey design which is one of the quantitative research methods. The study was carried out with the number of 34 pre-service science teachers consisting of 1st and 3rd-year university students who took General Physics I and General Physics Lab I courses in the undergraduate program in science education at a state university. They were given three problems regarding classical mechanics and then asked to solve these problems and schematize their algorithms by using flowcharts. The International System of Units (SI) was used throughout the research. An evaluation was made by comparing the 3 algorithms of the solution, whose reliability and validity was ensured, and which was previously created with the help of 3 experts. In the study, descriptive survey model was used. Frequency tables were frequently used in the analysis of the data with the intent to present the study in the best way by doing an in-depth analysis. In the findings of the research, it was observed that pre-service science teachers had problems in expressing their algorithms and some of them could not express these algorithms at all. It was also observed that pre-service science teachers had difficulty describing the solutions they created while setting up the problem. However, it was observed that preservice science teachers who could illustrate their algorithms well were usually the ones who solved the problems correctly.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals The Promotion of Cross-Curricular Problem Solving Abilities of Pre-Service Science Teachers through Cooperative Learning

2015 ◽  
Vol 1 ◽  
pp. 109
Author(s):  
Palmira Peciuliauskiene ◽  
Dalius Dapkus
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Content Learning ◽  
Self Evaluation ◽  
Learning Content ◽  
Phase Cycle ◽  
Educational Sciences ◽  
Quantitative And Qualitative Methods

<em>Inquiry-based science teaching (IBST) can be realized with a help of different educational technologies. An educational project carried out at Lithuanian University of Educational Sciences used a framework of cross-curricular (biology, chemistry and physics) learning content, learning concepts (learning through cooperation, PBL) and learning method (a nine phase cycle of project activities with self-evaluation at the end of each phase). A case study of application of cross-curricular relationships while teaching pre-service science (biology, chemistry and physics) teachers at Lithuanian University of Educational Sciences was carried out. Quantitative and qualitative methods were used, together with observation of activities of 120 respondents (pre-service teachers) in learning through cooperation. The results revealed that PBL based on cross-curricular content provided suitable conditions for reaching higher levels of problem solving abilities. </em>

scholarly journals The influence of time management behaviours before starting general physics laboratory-I experiments on academic achievement in the course

2019 ◽  
Vol 14 (3) ◽  
pp. 457-470 ◽  
Author(s):  
Mustafa Erdemir ◽  
Hurmus Tomar
Keyword(s):  
Academic Achievement ◽  
Science Teachers ◽  
Time Management ◽  
Service Science ◽  
Achievement Level ◽  
General Physics ◽  
Domain Experts ◽  
Physics Laboratory ◽  
Management Behaviour ◽  
Reading Experiment

The purpose of this study is to determine the time management behaviours before starting experiments in the laboratory environment and to find out whether such behaviours are influential on academic achievement in the laboratory course. Nine pre-service science teachers were observed for 9–11 minutes per week before starting experiments for 6 weeks. The findings were obtained through analysis of observation records and the time management behaviours before starting experiments by two domain experts. The pre-service teachers reading experiment leaflets prior to experiments were found to have a higher academic achievement level compared to those not reading them. In addition, a positive relationship was identified between academic achievement and the time management behaviour involving having textbooks, lecture notes and other sources about subjects present before experiments. Getting tools and materials before experiments, organising experiment desks, cooperation with groupmates and having experiment leaflets present were also found to influence academic achievement. Keywords: Time management, academic achievement, general physics laboratory-I, pre-service science teachers.

scholarly journals THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY

2020 ◽  
Vol 17 (35) ◽  
pp. 960-976
Author(s):  
Deka Dyah UTAMI ◽  
Punaji SETYOSARI ◽  
Waras KAMDI ◽  
Saida ULFA ◽  
Dedi KUSWANDI
Keyword(s):  
Problem Solving ◽  
Augmented Reality ◽  
Science Teachers ◽  
Problem Based Learning ◽  
Service Science ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Augmented Reality Technology ◽  
Learning Chemistry

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia, were low. Metacognitive and problem-solving skills are affected by academic-self regulated learning (ASRL) by students. This study aimed to know the effect of the Strategy Meets Augmented Reality Technology-using Problem Based Learning (SMART-PBL) and Academic-self regulated learning (ASRL) on improving metacognitive and problem-solving skills in learning chemistry. The SMART-PBL was modified by Problem Based Learning (PBL) strategy, which assisted by Augmented Reality technology as visual media. The research subject was 64 pre-service science teachers divided into control and experimental class, respectively, of 32 students. The research design was Quasi-Experimental, with Nonequivalent Control Group Design using factorial 2x2. The trial class performed SMART-PBL, which showed a more significant influence on metacognitive and problem-solving skills than the PBL class. The SMART-PBL not interacted with ASRL to improve metacognitive and problem-solving skills. By implementing SMART-PBL improves not only metacognitive and problem-solving skills but also evokes creative and critical thinking, communication, and scientific reasoning skills that appear in students during learning chemistry.

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